Balancing academic and professional pedagogies: a comparative study of two accounting departments in South Africa and the UK     

Nico van der Merwe  Stuart McChlery  Sarah Susanna Visser 《Teaching in Higher Education》2013,18(3):276-288

The paper adds to extant professional education literature by reflecting on apparent differences in pedagogy of similar professional programmes of study, allowing deeper insight into the unique strand of higher education influenced by the professions. A comparative international case study approach is adopted of an interpretive qualitative nature regarding curricular, teaching and learning and assessment strategies of an accounting department in South Africa (SA) and one in the UK. Findings point to significant differences in curriculum and assessment but less so in teaching and learning approaches. One department endeavoured to find a balance between vocational and academic activities, whilst the other favoured the former being inconsistent with both its governmental and institutional governing bodies. Explanations offered include differing strengths of coercive, competitive, mimetic and normative influence  相似文献   

The experience of faculty 1 development: patterns of variation in conceptions of teaching     

Greg Light  Susanna Calkins 《International Journal for Academic Development》2013,18(1):27-40

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Seeking resilience and sustainability: outdoor education in Singapore     

Peter Martin  Susanna Ho 《Journal of Adventure Education & Outdoor Learning》2013,13(1):79-92

Outdoor education is not a universal value. Rather, outdoor education's contributions need to be grounded in time, place and culture. In this paper we describe the historical and cultural milieu that has enabled the emergence of outdoor education in Singapore and report on exploratory survey research into Singaporean teachers' conceptions of outdoor education. We compare the reported outcomes of outdoor education in Singapore to similar studies from Australia and New Zealand. Further focus group research is then used to develop a vision for outdoor education in Singapore. In so doing we aim to illustrate, and celebrate, how culturally-specific circumstances must be considered in both interpreting and conceptualizing outdoor education. We conclude that while personal development outcomes are important for Singaporean outdoor educators, these are developed more for the benefits of society and the State. The future role of outdoor education in Singapore will most probably continue to be linked to ongoing and emerging social and cultural imperatives such as harmony among diverse religious groups and environmental consequences of climate change.  相似文献   

Sektion Sozialp?dagogik     

Susanna Roux 《Zeitschrift für Erziehungswissenschaft》2006,17(33):140-141

Ohne Zusammenfassung  相似文献   

New educational provision for young children in Italy     

Susanna Mantovani  Tullia Musatti 《European Journal of Psychology of Education - EJPE》1996,11(2):119-128

A widespread latent demand for educational provision for under 3s exists in Italy. This demand emerges from different material and psychological needs of families. In the last twenty years a large network of day care centers for infants and toddlers, asilo nido, have been installed by local governments in many regions of Central and Northern Italy. These facilities provide daily child care within an educationally oriented context. More recently, new types of facilities have been set up. They stem from the public asilo nido in both cultural and organizational terms and are integrated, together with all the other services, into a local network of educational facilities for young children and their families. The new facilities are aimed at quantitatively expanding the supply of educational provision and at broadening the range of choice for families with respect to their different needs. This paper provides an overview of the new facilities.  相似文献   

Agentic perspective on fostering work-related learning     

Katja Vähäsantanen  Susanna Paloniemi  Päivi Hökkä  Anneli Eteläpelto 《Studies in Continuing Education》2017,39(3):251-267

Despite the increased recognition of the role that professional agency plays in work-related learning, little is known about what supports it. Based on current theoretical notions, the first purpose of this paper is to show that professional agency is closely intertwined with work-related learning. The second purpose is to introduce some main principles that promote professional agency and describe three work-related training settings that are aimed at fostering learning by taking into account agentic perspectives. These complementary settings include an identity coaching programme, a leadership coaching programme, and a work conference. Based on the qualitative meta-synthesis, the paper further provides an empirical overview of professional agency and learning in these settings. The paper contributes to the understanding of the potential of professional agency at the heart of work-related learning. To foster learning, it is necessary to create social events for the enactment and activation of agency so that social and individual resources (e.g. experiences) are utilised. Overall, the paper emphasises that individuals and communities are active crafters of their professional identities and practices, and it provides viewpoints to support their agency in work and training settings.  相似文献   

Engaging with theoretical diffraction in teacher education     

Maija Lanas  Pauliina Rautio  Anne Koskela  Susanna Kinnunen  Elina Viljamaa  Jaana Juutinen 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):530-541

This article presents a study in which we began with a question ‘how to teach theoretical reflectivity in teacher education’, and ended with a sentence ‘there is theoretical diffraction in teacher education’. The research presented in this paper took place in the context of a university course in which we have been involved for the past two years. During the course we simultaneously aimed to teach theoretical reflection and to analyse what was happening as we taught theoretical reflection. For two years we asked: What are students doing while we are trying to engage them in theoretical reflection? We noted that students are engaged in theory, but not in ways easily readable to the educators, and that the process could be called theoretical diffraction rather than reflection. Theoretical diffraction during the course was patterned by existing discursive practices: (1) disciplining emotions and focusing on control and answers; (2) personalising school as the teacher, and personally defending it; and (3) prioritising practice over theory and seeing both as dogma.  相似文献   

Child care in poor communities: early learning effects of type, quality, and stability   总被引：6，自引：0，他引：6  

Loeb S  Fuller B  Kagan SL  Carrol B 《Child development》2004,75(1):47-65

Young children in poor communities are spending more hours in nonparental care because of policy reforms and expansion of early childhood programs. Studies show positive effects of high-quality center-based care on children's cognitive growth. Yet, little is known about the effects of center care typically available in poor communities or the effects of home-based care. Using a sample of children who were between 12 and 42 months when their mothers entered welfare-to-work programs, this paper finds positive cognitive effects for children in center care. Children also display stronger cognitive growth when caregivers are more sensitive and responsive, and stronger social development when providers have education beyond high school. Children in family child care homes show more behavioral problems but no cognitive differences.  相似文献   

Regulating private support for public goods: de-clubbing public schools     

Susanna Schaller 《教育政策杂志》2020,35(3):287-314

ABSTRACT

Urban schools in many OECD countries are contending with policy trends that squeeze budgets and incentivize parent fundraising. The trend may be most pronounced and longstanding in the US, where parent groups and local education foundations have turned increasing attention to raising funds to support additional services, staff, or programs for schools to which admittance is primarily based on residence. This article argues that private fundraising for public schools contributes to the creation of what public economics, public choice, and urban planning theorists have described as ‘clubs’ that may exacerbate inequality. It examines two school districts that have adopted policies aiming to curb this potential inequity: the Santa Monica Malibu Unified School District in California and Portland School District in Oregon. A case study approach was used to detail the policies adopted and explore their potential for de-clubbing as well as resistance encountered to reallocation of dollars at the district level.  相似文献   

Cultural Images of Children, Parents and Professionals: Italian Interpretations of Home-School Relationships     

Rebecca S. New  Bruce L. Mallory  Susanna Mantovani 《Early education and development》2000,11(5):597-616

This article explicates selected findings from a recently completed collaborative investigation of home-school relations in five Italian cities: Reggio Emilia, Milano, Trento, Parma, and San Miniato. The purpose of the investigation was to understand the transactional relationships among national social policy, cultural values, and local practice relative to infant care and preprimary education. The article focuses on both the continuity and sub-cultural variations associated with two national guidelines-gestione sociale [participatory social management] and l'inserimento [the initial entry of young children into out-of-home care]. These cultural concepts served as the basis for an examination of home-school relationships as interpreted at the policy, programmatic, and interpersonal level. Common themes relative to gestione sociale and l'inserimento were identified across the five cities; local and regional differences were also apparent in the translation of policy into practices. The study revealed diverse sociopolitical and theoretical interpretations of effective home-school relationships, leading to structural variations in how each guideline is operationalized and valued. Collaborative analyses led to a deeper understanding of the Italian cultural value of relationships as central to definitions of program quality, the emotional well- being of adults as well as children, and the situatedness of early childhood education within community and national contexts.  相似文献